Development of critical thinking in secondary education teachers: systematic review at the latin american level, 2020-2024

Abstract

The use of creative methodological strategies that transform the classroom into an environment of reflection on what has been learned is key in the teaching-learning process, so critical thinking must be promoted in the classroom requires a teacher to possess that intellectual quality, therefore, it is important that within their professional skills the educator must have the critical capacity to propose relevant learning sessions for their students, therefore the objective of this research was to identify through a systematic review the strategies to develop critical thinking in secondary education teachers. To carry out the systematic review, a selection methodology was used where inclusion and exclusion criteria such as years of publication, keywords and articles included in databases such as Scopus, SciELO, Latindex, Redalyc and Google Scholar were considered, 53 articles were identified, of which 14 research articles were selected, with which a hermetic analysis of their main contributions was carried out. The results reveal that the variable critical thinking is key in teaching processes based on constructivism, which seeks that knowledge helps transform the reality of society and solve its problems, which is why every teacher must have it as a cognitive skill to be able to promote it with their students, since this capacity allows the student to analyze and reflect on the world around them and act critically. The absence of this higher-order competence in teachers means that they could not develop it within their methodological strategies, preventing them from achieving significant learning